Interim Progress Reports (IPRs) for Faculty
Interim Progress Reports (IPRs) are a tool for facilitating timely, proactive communications in support of students who may be in danger of failing courses. The reporting period begins the day after the add/drop period ends and concludes on the Monday of Week 10--prior to the course withdrawal deadline.
While we are encouraged by the improved communications provided by the IPRs, please be sure to communicate any concerns you are having directly to students as early and specifically as possible. Ongoing direct communication with your students and consultation with your chair about any concerns is expected. See the included flow chart for guidance.
How It Works
- Areas of Concern
- How to Submit an IPR (Instructions)
- IPR Grade Note Guidelines and Examples
- What Happens Next
Frequently Asked Questions
- How are students notified of an IPR?
- Should I submit an IPR for every student in my course?
- Should I submit an IPR for students who are doing well in my course?
- What if I am significantly concerned about a student’s ongoing disengagement and/or lack of participation?
- What if I am significantly concerned about a student’s prolonged, unexplained absence?
- What should I do after the IPR reporting period is closed?
How It Works
Using Workday, instructors are able to report specific concerns they are having about an individual student that--if not addressed--will likely result in the student failing the course.
Areas of Concern
After the add/drop period through Monday of Week 10, faculty may assign Interim Grades in Workday to report academic-related concerns for individual students in the following areas:
Student never attended the course or stops attending/engaging for two consecutive weeks.
Student not attending course events/meetings as required.
Student is not submitting assignments by due dates or demonstrating proficiency in alignment with course expectations.
Instructors may report multiple concerns for a single student.
How to Submit an IPR
- View My Teaching Schedule (see My Teaching Schedule + Roster Step by Step Guide)
- Select related actions (twinkie icon) next to the course section title
- Select Course Section Definitions
- Select Interim Grade Roster
- Select + to add an interim grade for a specific student (see Assign Interim Grades)
- Select area of concern from Interim Grade field
- Add Grade Note (see Note Guidelines and Examples)
- Repeat Steps 5-7 to add another area of concern for the same student
- Select OK to save changes, then Done to exit
IPR Grade Note Guidelines and Examples
IPR areas of concern and Grade Notes submitted via Workday are shared with students and should be addressed to them directly. The note should be brief (i.e., 300 characters or less) and include the following:
- Specific details about your concern, including last date of attendance and/or communication
- Realistic opportunities, expectations, and timeline for student to get back on track
Example Grading Note: Never/Stopped Attending
Your last date of attendance was September 30. You have not been responsive to any of my emails since the start of the semester. My recommendation is to withdraw from the course to avoid a failing grade based on attendance.
Example Grading Note: Attendance Concern
You had two unexcused absences on September 20 and 27. If you miss one more class meeting without advance communication explaining extenuating circumstances, then you may receive a failing grade based on attendance.
Example Grading Note: Performance/Progress Concern
We last discussed necessary improvements to your digital drawing skills on September 30. To improve your performance and progress in the course in alignment with course expectations, you must attend at least two academic coaching sessions related to digital skills facilitated by Learning Resources before October 15.
What Happens Next
After an instructor submits an IPR for a student, the student receives an email notification with the instructor's assigned IPR grade (concern) and note. They are provided required action steps that may include all or some of the following:
- Meeting with their instructor to identify concrete strategies to improve academic success
- Reviewing the course attendance policy and CCA Attendance and Engagement Policy
- Scheduling academic coaching appointments to support their learning
- Reviewing the course withdrawal policy and deadline and discussing with Academic Advising
- Submitting a CCA Cares Form for additional support as necessary
Frequently Asked Questions
How are students notified of an IPR?
Students are notified via CCA email of their instructors’ specific concerns that--if not addressed--may impact their ability to pass courses. IPRs are also available to students in Workday through the Academics Dashboard by selecting Grades and then View My Interim Grades or by searching “View My Interim Grades" directly. IPRs do not appear on official transcripts.
Should I submit an IPR for every student in my course?
No. Instructors whose concern(s) persist after direct communication with the student in person (when possible) AND in writing should submit an IPR.
Should I submit an IPR for students who are doing well in my course?
No. Instructors are highly encouraged to periodically communicate individual student progress, positive or negative, directly to students in person AND in writing.
What if I am significantly concerned about a student’s ongoing disengagement and/or lack of participation?
Instructors who are concerned about a student's ongoing disengagement and/or lack of participation are encouraged to consult with their program chair and grade the student according to the course syllabus.
What if I am significantly concerned about a student’s prolonged, unexplained absence?
- Select Behavioral Concern as the primary area of concern
- Include the last date of attendance
- Include the last date of communication with the student according to the course syllabus.
What should I do after the IPR reporting period is closed?
Instructors with concerns regarding communicating expectations to students or grading accordingly are encouraged to refer to Teaching Resources and consult with their Program Chairs.
Instructors with concerns related to possible missing students, health and wellbeing, threats to self/others, violations of campus policy, sexual/gender-based misconduct, or harassment/discrimination are encouraged to submit a CCA Cares Form.
Special note on CCA Cares and course communications:
Instructors should continue prioritizing direct communications with students and consulting with their chairs as necessary whenever they have course-related concerns--rather than relying primarily on either IPRs or CCA Cares. As a reminder, CCA Cares exists primarily to notify support staff of significant concerns about students related to possible missing students and health and wellbeing concerns that are recurring/significant, threats to self/others, violations of campus policy, sexual/gender-based misconduct, or harassment/discrimination
If you have further questions or concerns about the CCA Cares process you can email firstname.lastname@example.org.